16 Toolkit
 

The	purpose	of	the	Forging Partnerships to Eliminate Tuberculosis Toolkit	is	to	make	it	 

easier	for	you	to	implement	the	tips	and	strategies	provided	in	the	Forging Partnerships 

to Eliminate Tuberculosis guide.	The	Toolkit contains	checklists	and	worksheets	designed	 

to	help	you	assess	existing	assets	and	barriers	to	effective	partnering,	and	to	use	that	 

information	to	develop	and	implement	more	effective	TB	prevention	and	control	 

programs.	In	addition,	the	Toolkit	contains	sample	materials	that	you	can	easily	adapt	for	 

local	use.	The	documents	are	available	in	the	following	formats: 

Forging Partners 

Documents 

Printed 

Manual CD Rom Web 

Guide 3 PDF PDF 

Toolkit 3 PDF PDF 

Fillable PDF Forms 

(of each tool) — 

Word document 

(of each tool) 

Word document

 (of each tool) 

The	guide	and	Toolkit	are	available	on	the	internet	at	www.cdc.gov/tb/pubs/forge/ 

default.htm. 

Forging Partnerships to Eliminate Tuberculosis: A Guide and Toolkit 0 

Chapter : Toolkit 
 

 

 

 

 

Toolkit Contents
 

Tool 

1. 	 At-Risk Population 

Information 

Worksheet 

2. 	 Associations of 

Primary Care 

Providers and 

Professional 

Associations 

Worksheet 

For more 

Purpose information, see 

To gather, organize, and store information that Chapter 4, page 22 

will help partners gain a deeper understanding 

of community leaders’ perspectives on barriers 

to TB prevention and control. The tool also helps 

partners to identify community assets that could 

help to overcome these barriers. 

To organize and store information provided by Chapter 4, page 25 

individuals who provide primary care to at-risk 

populations and their professional associations. 

You can use this information to 

- Assess knowledge levels of TB risk factors and 

diagnosis and treatment protocols, as well as 

the cultural issues that impact TB prevention and 

control efforts. 

- Identify and recruit new partners. 

- Understand and address training needs. 

3. Developing To help primary health care organizations assess Chapter 4, page 28 

Linguistic their linguistic competence. The checklist covers 

Competence policies, structures, practices, and procedures. 

within Primary 

Health Care 

Organizations 

Checklist 

4. Sample To provide new or potential partners with Chapter 5, page 31 

Partnership consistent written background and contact 

Description information about your partnership. You can also 

include the description with press releases or 

other partnership correspondence. 

5. Sample Letter To introduce your partnership and its issues to Chapter 5, page 37 

to an At-Risk leaders of local at-risk communities. 

Community 

Leader 

6. Partnership To help the partnership identify the skills and Chapter 5, page 36 

Skills and abilities of current partners, as well as to develop 

Abilities Inventory a common understanding of skills and abilities 

Checklist gaps that need to be addressed. 

7. Assessing To help you to accurately understand your Chapter 5, page 34 

Your Agency’s agency’s view of partnerships. The worksheet 

Commitment can also help you to identify and address 

Worksheet concerns or limitations your agency has with its 

participation in partnership activities. 

0 Forging Partnerships to Eliminate Tuberculosis: A Guide and Toolkit 

Chapter : Toolkit 
 

 

 

 

Tool Purpose 

For more 

information, see 

8. Planning with 

Partners: Moving 

from Goals to 

Effective Action 

To help you focus on identifying the goals, 

strategies, objectives, projects, and activities 

most likely to accomplish the partnership’s vision. 

Chapter 6, page 48 

Checklist 

9. How to Write To help you write objectives that are the specific, Chapter 6, page 48 

SMART Objectives measurable, attainable, realistic and time-framed 

Checklist (SMART) outcomes you are seeking. 

10. 	Planning 

with Partners 

Worksheet 

To guide partners through a cooperative planning Chapter 6, page 48 

process that produces realistic and appropriate 

objectives that partners are committed to 

achieving. In addition, worksheet information 

can help to clarify any additional skills, abilities, 

volunteers, or material resources the partnership 

may need to achieve its objectives. 

11. Conducting a To help partners develop a common Chapter 9, page 70 

Press Conference understanding of the steps involved with 

Checklist conducting a successful press conference, 

as well as the time and resources needed to 

complete these steps. 

12. Single Overriding To provide an example of how to develop key Chapter 9, page 70 

Communications messages around a particular TB topic. 

Objective (SOCO) 

Worksheet and 

13. Sample Single To provide an example of how to develop key Chapter 9, page 70 

Overriding messages around a particular TB topic. 

Communications 

Objective (SOCO) 

Worksheet 

14. Sample TB To show the type of article that a community Chapter 9, page 72 

Article for Use leader might adapt and use to educate the local 

with a High-Risk constituency about TB issues. 

Population 

15. TB Outbreak To help partners determine where they stand with Chapter 10, page 76 

Communication respect to their partnership’s preparedness to 

Needs communicate about a TB outbreak or other TBAssessment related crises to each other and the public. 

Checklist 

16. Show Me the To show how to use the CDC NPIN Website to Chapter 12, page 91 

Money locate funding opportunities. 

Forging Partnerships to Eliminate Tuberculosis: A Guide and Toolkit  

Chapter : Toolkit 
 

At-Risk Population Information
 

Worksheet 

Population 

Contact Information 

Name 

Address 

Organization 

Phone 

FAX 

E-mail 

About the population 

Geographic distribution, common religions, languages, employers, length of time in the 

United States 

What are your community’s main health concerns? 

How does the 


population view TB?
 

What do you see as 

the principle barriers 

to TB prevention and 

control? 
At-Risk Population Information


 Worksheet (cont.) 

About the community structure 

What are 

the principle 

organizations to 

which community 

members belong? 

Who are the main 

primary care 

providers for the 

population? 

How does the 

community share 

information (e.g., 

newsletters, 

community forums, 

and events)? 

About your organization 

The organization’s 

age, mission, and 

primary activities 

The organization’s 

structure, leaders, 

and decision making 

processes 
Associations of Primary Care Providers and Professional Associations


 Worksheet 

Contact Information 

Name 

Address 

About your practice and patients 

Organization 

Phone 

FAX 

E-mail 

Website 

What is your awareness of/ 

involvement with TB and at-risk 

populations? 

What are the stigmas, language, 

and cultural issues impacting 

your ability to serve your at-risk 

patients? 

What would help you to address 

these stigmas, language, and 

cultural issues? 

How do your at-risk patients view 

TB? 

About your organization 

What is its mission and primary 

activities? 

What is your leadership structure? 

(How are decisions made, are there 

regional working groups, etc.) 
Associations of Primary Care Providers and Professional Associations 


 Worksheet (cont.) 

About your meetings 

Type/purpose 

Who attends 

How often 

Location 

Time 

Type/purpose 

Who attends 

How often 

Location 

Time 

Type/purpose 

Who attends 

How often 

Location 

Time 

Type/purpose 

Who attends 

How often 

Location 

Time 

Communicating with your organization’s members 

Do you publish a newsletter? 

Do you use any electronic channels 

(for example, e-mail or website)? 
Developing Linguistic Competence within Primary Health Care 

Organizations 

q

4Checklist 

Use	this	checklist	to	help	primary	health	care	organizations	develop	policies,	structures,	 

practices,	and	procedures	that	support	linguistic	competence. 

Does	the	primary	health	care	organization	or	program	have: 

q	 A	mission	statement	that	articulates	its	principles,	rationale,	and	values	for	providing	 

linguistically	and	culturally	competent	health	care	services? 

q	 Policies	and	procedures	that	support	staff	recruitment,	hiring,	and	retention	to	 

achieve	the	goal	of	a	diverse	and	linguistically	 

competent	staff? The terms interpretation and translation 

are often used interchangeably. The 

National Center for Cultural Competence 

makes a distinction between the two 

q	 Position	description	and	personnel	 

performance	measures	that	include	skill	sets	 terms and has provided the following related	to	linguistic	competence? definitions: 

Translation typically refers to the written q	 Policies	and	resources	to	support	ongoing	 conversion of written materials from 

professional	development	and	in-service	 one language to another. 

Interpretation is the oral restating in training	(at	all	levels)	related	to	linguistic	 one language of what has been said competence? in another language. 

q	 Policies,	procedures,	and	fiscal	planning	to	 

ensure	the	provision	of	translation	and	interpretation	services? 

q	 Policies	and	procedures	regarding	the	translation	of	patient	consent	forms,	 

educational	materials,	and	other	information	in	formats	that	meet	the	literacy	needs	 

of	patients? 

q	 Policies	and	procedures	to	evaluate	the	quality	and	appropriateness	of	interpretation	 

and	translation	services? 

q	 Policies	and	procedures	to	periodically	evaluate	consumer	and	personnel	satisfaction	 

with	interpretation	and	translation	services	that	are	provided? 

q	 Policies	and	resources	that	support	community	outreach	initiatives	to	persons	with	 

limited	English	proficiency? 

q	 Policies	and	procedures	to	periodically	review	the	current	and	emergent	demographic	 

trends	for	the	geographic	area	served	in	order	to	determine	interpretation	and	 

translation	services? 

Source: “Linguistic Competence in Primary Health Care Delivery Systems: Implications for Policy Makers,”	 

January	2001:	Policy	Brief	2.	National	Center	for	Cultural	Competence. 
Sample Partnership Description 


<The	Name	of	Your	TB	Program> 

The	<name	of	your	TB	program>	has	responsibility	for	controlling	tuberculosis	(TB)	in	 

our	area.	The	program	coordinates	its	efforts	with	over	<number>	agencies,	including	 

<name	the	agencies	or	stakeholder	groups>.	 

Concern 

Unfortunately,	TB	is	not	yet	a	disease	of	the	past.	In	<name	of	your	state	or	program	 

area>,	people	who	are	<name	your	area’s	high-risk	populations,	including	the	specific	 

countries	or	world	regions	for	those	born	outside	of	the	United	States>	are	among	 

those	most	affected	by	the	disease.	We	are	particularly	concerned	that <describe	specific	 

problems	and	resulting	human	suffering	associated	with	TB	in	your	area	that	the	 

partnership	will	be	addressing,	such	as	treatment-completion	rates	and	the	resulting	risk	 

of	drug-resistant	TB	that	could	be	passed	on	to	loved	ones,	or	lack	of	awareness	among	 

at-risk	populations	of	symptoms	and	risk	factors>.	 

Response 

<If	your	partnership	is	already	established,	you	may	wish	to	provide	a	brief	history	of	the	 

partnership,	along	with	its	significant	accomplishments	and	participating	stakeholder	groups.>	 

We	are	seeking	partners	who	are	willing	to	work	with	us	to	develop	and	implement	 

programs	that	will	reduce	the	suffering	caused	by	TB	in	<your	state	or	program	area>.	 

With	the	support	of	partners	who	are	recognized	experts	in	the	field	of	TB	elimination,	 

respected	leaders	of	at-risk	populations,	health	care	providers,	and	<name	additional	 

TB	stakeholder	groups	you	wish	to	include,	such	as	elected	officials,	faith-based	 

organizations,	universities,	schools	of	public	health,	professional	associations,	and	 

business	or	community-based	organizations>,we	can	make	a	difference.	 

Partnership Participation 

As	partners,	we	bring	a	variety	of	skills,	experiences,	and	perspectives	to	the	table.	We	value	 

each	other’s	perceptions,	and	we	are	committed	to	working	cooperatively	to	<describe	the	 

overall	purpose	of	your	partnership>.	We	regularly	evaluate	our	efforts	and	our	outcomes.	 

We	agree	to	meet	at	least	<name	the	desired	frequency	of	meetings,	such	as	monthly>.	 

We	create	and	serve	on	working	groups	as	needed	to	accomplish	our	goals	and	objectives.	 

<Briefly	describe	any	current	partnership	projects	or	working	groups.> 

For More Information 

Contact	<person	or	persons>	at	<e-mail	addresses>	or	<phone	numbers>.	 
Sample Letter to an At-Risk Community Leader
 

<Date> 

Esteemed	<Dr.,	Mr.	or	Ms.>	<Recipient’s	Name>	 

<Title>
 

<Street	Address>
 

<City,	ST			ZIP>
 

Dear	<Recipient’s	Name>:	
 

I	respectfully	request	your	help	addressing	a	health	problem	that	is	disproportionately	
 

impacting	people	from	<name	the	area>	living	in	our	<state,	county,	city,	community>.	
 

As	a	respected	community	leader,	your	perspectives	on	how	we	might	work	together	
 

to	address	this	problem	are	crucial	to	our	ability	to	better	serve	<name	of	at-risk	
 

community>.
 

The	health	problem	I	am	referring	to	is	tuberculosis	(TB).	TB	is	both	curable	and	
 

preventable.	However,	left	untreated,	TB	can	be	easily	transmitted	to	loved	ones	and	can	
 

be	fatal.	
 

I	am	seeking	participation	by	you,	a	respected	community	leader,	in	a	TB	partnership	
 

we	are	forming	to	<describe	the	overall	purpose	or	need	you	are	trying	to	address>.	In	
 

addition	to	community	leaders,	we	are	seeking	participation	from	<list	participating	
 

stakeholder	groups>.	
 

As	a	first	step	in	exploring	partnering,	would	you	be	willing	to	meet	with	<name	and	
 

title>	from	my	office	so	that	we	can	learn	more	about	the	<name>	community	in	our	
 

state?	<He/she>	will	be	calling	you	later	in	the	week	to	see	whether	a	meeting	is	possible	
 

and	to	answer	any	questions	you	may	have	about	TB	or	our	agency	and	its	work.	
 

Should	you	wish	to	contact	me	directly,	I	can	be	reached	at	<phone	number>	or	<e-mail	
 

address>.
 

Thank	you	for	your	time	and	consideration.
 

Sincerely,
 

<Name>	
 

<Title>
 

<Organization>
 

<It	is	often	helpful	to	have	the	letter	come	from	the	state	TB	controller,	since	it	shows	
 

community	leaders	that	there	is	a	high	level	of	organizational	support	for	the	partnership.>
 
Partnership Skills and Abilities Inventory 

4q Checklist 

Stakeholder Groups 

TB medical expertise 

Cultural competency 

Respected by peers 

Influence with TB 

stakeholders 

Decision maker in their 

organization 

Stakeholder access 

Potential partners access 

Health program 

development expertise 

Financial resources or 

fundraising ability 

Influence with high-level 

policy makers 

Knowledge of TB programs 

& services 

Knowledge of TB rules and 

regulations 

Social marketing media 

expertise 

Meeting facilitation 

Leadership skills 

TB Program StaffLeader of At-Risk PopulationsProfessionalOrganizationsCommunity-BasedOrganizationsAdvocacy GroupsNonprofit AgenciesEmployer of At-Risk PopulationsHealth Care ProvidersManaged CareProvidersAcademic InstitutionsResidential FacilitiesMediaPolicy MakersFoundationsThird-Party PayersGeneral Public 
Assessing Your Agency’s Commitment
 

Worksheet 

1.	 Determine	who	has	ultimate	authority	and	responsibility	for	what	aspects	of	your	TB	 

prevention	and	control	program	and	its	budget. 

2.	 Determine	the	level	of	influence	your	partnership	needs	to	have	with	your	TB	 

program	and	your	agency	to	accomplish	its	purpose. 

3.	 Clarify	the	extent	to	which	partnership	suggestions	and	input	will	be	able	to	 

influence	and	shape	your	TB	program.	In	other	words,	determine	who	within	your	 

agency	has	final	say	and	clarify	how	open	they	are	to	outside	input.	 
Assessing Your Agency’s Commitment 


Worksheet (cont.) 

4.	 Determine	how	your	agency’s	formal	and	informal	communication	channels	can	be	 

used	to	build	and	maintain	support	for	your	partnering	efforts.	 

5.	 Identify	the	issues	that	are	most	important	to	your	agency’s	key	decision	makers.	 

Clarify	how	your	TB	partnership	will	address	these	issues. 

6.	 Identify	any	fears	and	concerns	your	agency’s	key	decision	makers	have	about	 

partnering.	Identify	ways	to	minimize	these	fears	and	concerns.	 

7.	 Anticipate	the	impact	your	agency’s	rules	and	regulations,	such	as	prohibitions	 

on	working	with	the	media	or	lobbying	elected	officials,	are	likely	to	have	on	the	 

partnership.	Clarify	how	you	will	respond	should	partners	wish	to	proceed	in	these	 

areas.	 
Planning With Partners: Moving from Goals to Effective Action
 

1.	 Establish the planning context 

q	 State the overall purpose of the partnership 

q	 Summarize the partnership’s vision 

q	 Review significant environmental trends affecting TB in your 

area 

q	 Summarize the partnership’s successes and lessons 

learned to date 

2.	 Brainstorm options 

q	 Write one word or a one-phrase idea offered by each partner 

on a flip chart. Each partner has one, or several, orderly 

opportunities to contribute. 

q	 No ideas are discussed, evaluated, or excluded. 

3.	 Narrow the field 

q	 Each partner identifies two or three options he or she sees 

as having the biggest impact on the vision. 

q	 Each partner describes the impact he or she believes each 

chosen option will have on the vision. 

q	 Together, partners make a final selection of the options they 

think the partnership should pursue at this time. 

4.	 Summarize the remaining options 

q	 Partners work together to create a one or two sentence 

description or definition of the options selected above. 

5.	 Identify the SMART (specific, measurable, attainable, 

realistic, and time-framed) objectives needed to implement 

each option 

q	 Identify one or more SMART objectives to implement each 

remaining option. 

6.	 Identify the steps needed to achieve the SMART objectives 

q	 Identify the data, procedures, and steps you will use to 

evaluate your outcomes. 

q	 Use the Planning with Partners Worksheet to clarify the 

tasks needed to implement your SMART objectives. 

q

4 Checklist 

Use these steps to focus the 

planning process on options 

and actions that will have the 

most impact on TB prevention 

and control. 

Brainstorming encourages 

partners to generate a wide 

variety of options and to build 

on each other’s ideas. 

These steps help focus 

the discussion on fully 

understanding and comparing 

the relative merit of all options 

that might impact the vision. 

This step helps the group 

solidify the choices it made 

above. 

When all partners responsible 

for implementing an option help 

to create its SMART objectives, 

the objectives are more likely to 

be appropriate and realistic. 

Identifying the needed steps 

alerts partners to SMART 

objectives that may be overly 

ambitious or difficult to achieve, 

allowing partners to modify 

such objectives before problems 

occur. 
How to Write SMART Objectives
 

q

4 Checklist 

Objectives	are	the	specific,	measurable,	attainable,	realistic	and	time-framed	(SMART)	 

outcomes	you	are	seeking.	Use	this	checklist	to	ensure	your	objectives	are	SMART. 

q	 Specific 

Describe	the	specific	behavior	or	outcome	you	wish	to	achieve.	This	outcome	should	 

be	related	to	a	number,	rate,	percentage	or	frequency.	 

q	 Measurable		 

Determine	the	system	by	which	you	plan	to	measure	your	progress	towards	the	 

achievement	of	the	objective.	This	data	may	come	from	your	TB	registry	or	another	 

information	management	system	you	have	in	place. 

q	 Attainable		 

Ensure	that	the	objective	can	be	achieved	with	a	reasonable	amount	of	effort.	 

q	 Realistic 

Ensure	that	the	people	with	whom	the	objective	is	set	have	the	necessary	knowledge,	 

skills,	and	abilities	to	make	an	impact	on	the	situation. 

q	 Time Framed 

Include	a	time	period	or	a	start	and	finish	date	during	which	activity	working	toward	 

the	objective	will	take	place.	 

Here	are	examples	of	SMART	TB	objectives: 

1.	 An	educational	objective	related	to	private	providers: 

Upon	completion	of	the	2-hour	training	session,	participants	will	be	able	to		 

identify	three	TB	stigmas	common	to	their	high-risk	populations	and	three	 

strategies	for	minimizing	these	stigmas. 

2.	 An	educational	objective	related	to	patient	incentives:	 

At	the	end	of	the	training	session,	the	student	will	be	able	to	list	two	incentives	to	 

use	with	TB	patients	to	help	them	take	their	medicines. 

3.	 A	TB	program	objective	related	to	completion	of	therapy:	 

At	least	90	percent	of	patients	with	newly	diagnosed	TB,	for	whom	therapy	for	 

one	year	or	less	is	indicated,	will	complete	therapy	within	12	months. 
Planning with Partners
 

Worksheet 

Planning Option: SMART Objective*: 

Activities Required to Meet the Objective 

1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 

Responsible Deadline Cost (including in-kind services) Partners 

*Sample of a SMART (specific, measurable, attainable, realistic, and time-framed) Objective: Upon completion of the 2-hour training session, participants will be able to identify three TB stigmas common to their high-risk populations and three strategies for minimizing these stigmas 
Conducting a Press Conference 


4q Checklist 

Reason for the Press Conference q	 A	newsworthy	story	or	breaking	TB	information	with	significant	impact	on	your	program	area	_______________________ 

	________________________________________________________________________________________________ 

q	 TB	partnership	launching	a	major	new	program	or	policy	initiative,	or	is	issuing	a	public	statement	about	a	“controversial”	issue	 	 ________________________________________________________________________________________________	 	 	 	________________________________________________________________________________________________ 	 ________________________________________________________________________________________________ q	Key	messages	and	information	to	be	imparted	_____________________________________________________________ 	 	________________________________________________________________________________________________ 	 	________________________________________________________________________________________________ Schedule Press Conference Participants Speakers 

Potential Speaker’s Relationship to Name Subject 

Contact Date 

Confirmed Participation? 

Topics Will Cover Visuals 

Needed? 

Reviewed guidelines, questions, and tips? 
Conducting a Press Conference 


4q	Checklist (cont.) 

Moderator 

Potential Relationship to Moderator’s Name Subject 

Contact Date 

Confirmed Participation? 

Topics Will Cover Visuals 

Needed? 

Reviewed guidelines, questions, and tips? 

Logistical contacts 

Name Phone 

Address FAX 

E-mail 

Name Phone 

Address FAX 

E-mail 
Conducting a Press Conference 


4q Checklist (cont.) 

Assemble the Necessary Materials •	 Sign-up	sheet	(each	attending	journalist	signs	with	their	name,	organization,	e-mail,	fax,	phone,	and	address) •	 Press	kit	that	includes: 

q	 Press	conference	agenda q	 Press	release	or	media	advisory q	 List	of	the	press	conference	speakers	and	moderator,	including	brief	biographies q	 Fact	sheets,	graphs,	a	concise	background	on	TB	in	your	area,	and	concise	information	on	your	partnership’s	history,	 

purpose,	and	major	accomplishments		 

q	 Executive	summaries	and	full	copies	of	any	reports	issued	at	the	press	conference q	 Written	copies	of	speakers’	presentations	or	at	least	their	key	points	 

•	 Visuals: 

q	 TB	posters	or	banners	 q	 Displays	that	include	pictures	of	the	partnership	and	its	work 

Ensure That Journalists Attend / Follow-up and Follow-through 

Journalist/Editor Press Release 

Sent? 

Confirmed Receipt? 

Reminder Sent? 

Attended? Press Kit 

Sent? 

Produced Coverage? 

Thank you / Rebuttal Sent? 
Single Overriding Communications Objective (SOCO)
 

Worksheet 

In	one	BRIEF	paragraph,	state	the	key	point	or	objective	you	want	to	accomplish	by	 

doing	the	interview.	This	statement	should	reflect	what	you,	the	author	or	speaker,	 

would	like	to	see	as	the	lead	paragraph	in	a	newspaper	story	or	broadcast	report	about	 

your	topic. 

What	are	the	three	or	four	facts	or	statistics	you	would	like	the	public	to	remember	as	a	 

result	of	reading	or	hearing	about	this	story? 

Who	is	the	main	audience	or	population	segment	you	would	like	this	message	to	reach? 

Primary:	 	 	 Secondary:	 

What	is	the	ONE	message	you	want	the	audience	to	take	away	from	this	interview/ 

report? 

Who	in	your	office	will	serve	as	the	primary	point	of	contact	for	the	media? 

Name:	 Phone:		 Email:	 

Date(s)	and	time(s)	available:	 Date:	 	 Time:	 
Sample Single Overriding Communications Objective (SOCO)
 

Worksheet 

In	one	BRIEF	paragraph,	state	the	key	point	or	objective	you	want	to	accomplish	by	doing	the	 

interview.	This	statement	should	reflect	what	you,	the	author	or	speaker,	would	like	to	see	as	the	 

lead	paragraph	in	a	newspaper	story	or	broadcast	report	about	your	topic. 

National	surveillance	data	show	that	the	rate	of	active	TB	cases	fell	to	an	all	time	low	in	2004	to	4.9	cases	per	 

100,000	people,	or	14,511	total	cases. 

However,	decline	in	the	national	TB	rate	was	only	3.3%	from	2003	to	2004	–	one	of	the	smallest	declines	in	 

more	than	a	decade 

•	 May	suggest	slowing	in	our	progress	towards	eliminating	TB	in	the	U.S. 

•	 Overall	slowing,	combined	with	disproportionate	impact	on	several	populations,	especially	racial/ 

ethnic	minorities	and	foreign-born	individuals,	are	reason	for	concern 

•	 Have	learned	from	the	past	that	TB	must	continue	to	be	taken	seriously 

What	are	the	three	or	four	facts	or	statistics	you	would	like	the	public	to	remember	as	a	result	of	 

reading	or	hearing	about	this	story? 

Foreign-born	persons	accounted	for	more	than	half	of	TB	cases	and	had	a	case	rate	8.7	times	higher	than	U.S.	 

born	(22.5	v.	2.6/100,000) 

CDC	is	working	to	strengthen	global	partnerships	in	areas	hardest	hit	by	TB	by: 

•	 Improving	overseas	screening	for	immigrants	and	refugees	and	testing	recent	arrivals	from	highincidence	countries	for	latent	TB	infection 

•	 Strengthening	the	notification	system	that	alerts	local	health	departments	to	the	arrival	of	immigrants	 

who	are	known	or	believed	to	have	TB 

•	 Improving	coordination	of	TB	control	with	Mexico 

Rates	for	Hispanics	8	times	higher	than	whites,	8	times	higher	for	blacks,	20	times	higher	for	Asians 

CDC	is	working	on	an	ongoing	basis	with	state/local	health	departments	to	ensure	adequate	local	 

resources	in	communities	facing	burden 

• Funded	demonstration	projects	in	Illinois,	Georgia,	and	South	Carolina	to	help	address	TB	 

among	African	Americans 

Who	is	the	main	audience	or	population	segment	you	would	like	this	message	to	reach? 

Primary:	General	public			 Secondary:	Policy	makers	(awareness) 

What	is	the	ONE	message	you	want	the	audience	to	take	away	from	this	interview/report? 

Latest	data	show	that	TB	was	at	an	all	time	low	in	2004,	but	progress	to	eliminate	TB	in	the	U.S.	may	be	 

slowing. 

Who	in	your	office	will	serve	as	the	primary	point	of	contact	for	the	media? 

Name:	 Phone:		 Email:	 

Date(s)	and	time(s)	available:	 Date:	Friday,	March	18	 Time:		10:00	a.m. 
Sample TB Article for Use With a High-Risk Population 


<Newsletter	Article	Title> 

Though	many	people	may	think	that	tuberculosis	(TB)	is	a	disease	of	the	past,	it	 

continues	to	be	a	problem	in	<name	your	state	or	area>.	In	our	area,	approximately	 

<number>	percent	of	all	TB	cases	are	occurring	in	<describe	TB	case	or	case	rate	 

disparities	or	high	risk	groups	e.g.,	people	who	come	from	countries	where	TB	is	 

common,	racial	and	ethnic	minorities,	others>.	Among	those	most	impacted	by	TB	in	 

our	area	are	<name	and	use	figures	from	your	area	associated	with	this	article’s	target	 

audience,	which	may	be	people	from	a	specific	nation	or	region	of	the	world>.	 

What is TB? 

Tuberculosis	(TB)	is	a	disease	caused	by	bacteria	called	Mycobacterium tuberculosis.	The	 

bacteria	can	attack	any	part	of	your	body,	but	they	usually	attack	the	lungs.	TB	disease	 

was	once	the	leading	cause	of	death	in	the	United	States. 

How TB is Spread 

One	of	the	most	serious	challenges	posed	by	active	TB	is	that	it	can	be	spread	to	others	 

through	the	air.	The	bacteria	are	put	into	the	air	when	a	person	with	TB	disease	of	the	 

lungs	or	throat	coughs,	laughs,	or	sneezes.	People	nearby	may	breathe	in	these	bacteria	 

and	become	infected.	If	a	person	lives	in	close	proximity	to	someone	with	active	TB,	 

such	as	a	family	member,	or	if	a	person	has	frequent	close	contact	with	someone	with	 

active	TB,	that	person	is	at	higher	risk	for	contracting	the	TB	germ. 

Knowing the Symptoms 

Not	everyone	infected	with	TB	bacteria	becomes	sick.	As	a	result,	two	TB-related	 

conditions	can	exist:	latent	TB	infection	or	active	TB	disease	—	both	of	which	are	 

treatable	and	curable. 
Sample TB Article for Use With a High-Risk Population (cont.)
 

A Person with 

Latent TB Infection 

A Person with 

Active TB Disease 

•	 Usually	has	a	skin	test	or	blood	 

test	result	indicating	TB	infection	 

•	 Usually	has	a	skin	test	or	blood	 

test	result	indicating	TB	infection 

•	 Has	TB	bacteria	in	his/her	body	 

that	are	alive,	but	inactive 

•	 Has	active	TB	bacteria	in	his/her	 

body 

•	 Does	not	feel	sick •	 Feels	sick	and	may	have	symptoms	 

such	as	coughing,	fever,	and		 

weight	loss 

•	 Cannot	spread	TB	bacteria	to	 

others	 

•	 May	spread	TB	bacteria	to	others	 

•	 Should	consider	treatment	for	 

latent	TB	infection	to	prevent	 

active	TB	disease	 

•	 Needs	treatment	to	cure	active	TB	 

disease	 

Many	people	who	have	latent	TB	infection	never	develop	TB	disease.	In	these	people,	 

the	TB	bacteria	remain	inactive	for	a	lifetime	without	causing	disease.	But	in	other	 

people,	especially	people	who	have	weak	immune	systems,	the	bacteria	become	active	 

and	cause	TB	disease. 

Getting Treatment 

The	good	news	is	that	persons	with	either	latent	TB	infection	or	active	TB	disease	can	 

be	effectively	treated.	The	first	step	is	to	identify	persons	with	latent	TB	infection	or	 

active	TB	disease	by	ensuring	that	they	get	a	TB	skin	test	and	any	other	needed	tests.	 

The	second	step	is	to	help	the	people	with	latent	TB	infection	and	those	with	active	TB	 

disease	get	proper	treatment.	Rapid	progression	from	latent	TB	infection	to	active	TB	 

disease	can	easily	be	prevented.	Active	TB	disease	can	be	treated	and	cured.	 

In	<name	your	area,	describe	the	TB	services	available,	their	cost,	if	any,	and	where	they	 

can	be	accessed>.	The	privacy	of	those	using	TB	services	is	respected	and	all	patient	 

information	is	kept	in	strict	confidence.	The	medication	used	to	cure	TB	is	given	to	 

patients	by	medical	professionals	and	must	be	taken	as	directed.	Taking	the	medication	 

as	directed	is	very	important	because	failure	to	take	the	medications	as	indicated	can	 

result	in	a	person	developing	or	transmitting	drug-resistant	forms	of	TB,	which	can	lead	 

to	serious	health	problems	for	themselves	and	their	loved	ones.	 
Sample TB Article for Use With a High-Risk Population (cont.) 


About <Partnership name> 

<Insert	name	and	title	of	respected	leader	from	this	community>	is	a	valued	member	 

serving	on	the	<name	of	your	TB	partnership>.	The	partnership	is	composed	of	<list	 

stakeholder	groups	or	agencies>	that	are	committed	to	<describe	the	purpose	of	your	 

partnership	and	any	programs	that	may	be	of	interest	to	this	article’s	target	audience>.	 

For	more	information	about	the	partnership,	please	contact	<community	leader’s	name,	 

phone	number,	and	if	available,	an	e-mail	address>.	 
TB Outbreak Communication Needs Assessment
 

q

4 Checklist 

Planning, Research, Training, and Evaluation 

Yes No No Need 

Does your TB partnership have an outbreak communication plan for 

public information and media, partner, and stakeholder relations? 

If yes, does the plan have the following elements: 

Designated staff responsibilities for the public information team? 

Information verification and clearance/approval procedures? 

Agreements on information release authorities (who releases what/ 

when/how)? 

Regional and local media contact list (including after-hours news 

desks)? 

Procedures to coordinate with the public health organization response 

teams? 

Designated spokespersons for public health issues in an outbreak? 

TB control program outbreak response team after-hours contact 

numbers? 

Contact numbers for emergency information partners? 

Procedures to secure needed resources (space, equipment, and 

people). 

Identified vehicles of information dissemination to public, stakeholders, 

partners (e.g., e-mail listservs, broadcast faxes, and press releases)? 

Have you coordinated your planning with the local and state TB control 

programs? 

Have you coordinated your planning with other key organizations such 

as the public education system? 

Have designated spokespersons received media training? 

Do the spokespersons understand communication principles that build 

trust and credibility? 
TB Outbreak Communication Needs Assessment 


q

4 Checklist (cont.) 

Messages and Audiences 

Yes No No Need 

Are any other types of incidents (e.g., a high-profile case) likely to 

require intense public information, media, and partner communication 

responses by your TB partnership? 

Have you identified special populations (e.g., elderly, first language 

other than English, Tribal communities, and border populations)? List 

any specific subpopulations that need to be targeted with specific 

messages during a TB outbreak. 

Have you identified the TB partners who should receive information 

and updates directly from (not solely through the media) the TB control 

program during an outbreak? 

Have you identified all stakeholder organizations or populations 

(groups or organizations that have an active interest in monitoring 

activities—to whom you are most directly accountable, other than 

official chain of command) who should receive direct communication 

during an outbreak? 

Have you developed topic-specific pre-outbreak materials for TBrelated issues, or identified sources of these materials (if needed): 

- Topic fact sheet (e.g., description of active TB disease, latent TB 

infection, and treatment)? 

- Public Questions/Answers? 

- Partner Questions/Answers? 

- Resources for media/public/partners to obtain additional information? 

- Web access and links to information on TB? 

- Recommendations for affected populations? 

- Background beta video (B-roll) for media use on the topic? 

- List of subject matter experts outside your partnership who would be 

effective validators to public/media regarding your activities during an 

outbreak? 
 

 

TB Outbreak Communication Needs Assessment
 

q

4 Checklist (cont.) 

Messenger 

Yes No No Need 

Have you identified TB partnership spokespersons for media and 

public appearances during an emergency? 

If yes, have you: 

Identified persons by position to act as spokespersons for multiple 

audiences (e.g., media spokesperson or community meeting speaker) 

and formats about public health issues during an outbreak? 

Ensured that the spokespersons understand their communication 

roles and responsibilities and will incorporate them into their expected 

duties during the outbreak? 

Delivery Methods and Resources
 

Yes No No Need 

Does your partnership have go kits for public information officers who may 

have to abandon their normal places of operation during an outbreak? 

If yes, does the kit include: 

A computer(s) capable of linking to the Internet/e-mail? 

CD–ROM or disks containing the outbreak communication plan 

(including media, public health, and organization contact lists, partner 

contact lists, and information materials)? 

A cell phone or satellite phone, pager, wireless e-mail, etc.? 

A funding mechanism (credit card, etc.) that can be used to purchase 

operational resources as needed? 

Manuals and background information necessary to provide needed 

information to the public and media? 

Have you identified the mechanisms that are or should be in place to 

ensure multiple channels? 

If yes, do they include: 

Media channels (print, TV, radio, Web)? 

- Websites? 

- Phone banks? 

- Town hall meetings? 

- Listserv e-mail? 

- Broadcast fax? 

- Letters by mail? 

- Subscription newsletters? 

- Submissions to partner newsletters? 

- Regular or special partner conference calls? 

Are contracts/agreements in place to post information to broadcast, 

fax, or e-mail systems? 

Have locations for press conferences been designated? 
 

TB Outbreak Communication Needs Assessment
 

q

4 Checklist (cont.) 

Personnel 

Have you identified employees, contractors, fellows, interns 

currently working for you or available to you in an outbreak 

situation, that have skills in the following areas: 

- Public affairs? 

- Health communication? 

- Communications? 

- Health education? 

- Training? 

- Technical writing/editing? 

- Audio/visual? 

- Internet/Web design?
 

Others who contribute to public/provider information?
 

Have you identified who will provide the following expertise or 

execute these activities during an outbreak (including backup): 

Command and control: 

Directs the work related to the release of information to the media, 

public, and partners? 

Activates the outbreak communication plan, based on careful 

assessment of the situation and the expected demands for information 

by media, partners, and the public? 

Coordinates with horizontal communication partners, as outlined in the 

plan, to ensure that messages are consistent and within the scope of 

the partnership’s role? 

Provides updates to all partner organization’s and others as determined 

in the plan? 

Advises the partnership and chain of command regarding information to 

be released, based on the partnership’s role in the response? 

Ensures that outbreak communication principles are employed in all 

contact with media, public, and partner information-release efforts? 

Advises incident-specific policy, science, and situation? 

Reviews and approves materials for release to media, public, and 

partners? 

Obtains required clearance of materials for release to media on policy or 

sensitive topic-related information not previously cleared? 

Determines the operational hours/days, and reassesses throughout the 

outbreak? 

Ensures resources are available (human, technical, and mechanical supplies)? 

Yes No No Need 
TB Outbreak Communication Needs Assessment
 

q

4 Checklist (cont.) 

Media: 

Assesses media needs and organizes mechanisms to fulfill media 

needs during the outbreak (e.g., daily briefings in person, versus a 

website update)? 

Triages the response to media requests and inquiries?
 

Ensures that media inquiries are addressed as appropriate?
 

Supports spokespersons?
 

Develops and maintains media contact lists and call logs?
 

Produces and distributes media advisories and press releases?
 

Produces and distributes materials (e.g., fact sheets, Background-roll)?
 

Oversees media monitoring systems and reports (e.g., analyzing 

environment and trends to determine needed messages; determining 

what misinformation needs to be corrected; and identifying concerns, 

interests, and needs arising from the outbreak and the response)? 

Ensures that communication principles that build trust and credibility are 

incorporated into all public messages delivered through the media? 

Acts as member of the outbreak investigation unit (OIU) on the field site 

team for media relations? 

Serves as liaison from the organization to the OIU and back? 

Directs public information: 

Manages the mechanisms to respond to public requests for information 

directly from the organization by telephone, in writing, or by e-mail? 

Oversees public information monitoring systems and reports (e.g., 

analyzing environment and trends to determine needed messages; 

determining what misinformation needs to be corrected; identifying 

concerns, interests, and needs arising from the outbreak and the 

response)? 

Activates or participates in the telephone information line? 

Activates or participates in the public e-mail response system? 

Activates or participates in the public correspondence response 

system? 

Establishes and maintains links to other emergency response websites? 

Yes No No Need 
TB Outbreak Communication Needs Assessment
 

q

4 Checklist (cont.) 

Partner/stakeholder information: Yes No No Need 

Establishes communication protocols based on prearranged 

agreements with identified partners and stakeholders? 

Arranges regular partner briefings and updates? 

Solicits feedback and responds to partner information requests and 

inquiries? 

Oversees partner/stakeholder monitoring systems and reports (e.g., 

analyzing environment and trends to determine needed messages, 

determining what misinformation needs to be corrected, and identifying 

concerns, interests, and needs arising from the outbreak and the 

response)? 

Helps organize and facilitate official meetings to provide information and 

receive input from partners or stakeholders? 

Develops and maintains lists and call logs of legislators and special 

interest groups? 

Responds to legislator / special interest groups requests and inquiries? 

Content and material for TB outbreaks: 

Develops and establishes mechanisms to rapidly receive information 

from the TB control program regarding the outbreak? 

Translates TB control program situation reports and meeting notes into 

information appropriate for public and partner needs? 

Works with subject matter experts to create situation-specific fact 

sheets, Q/As, and updates? 

Compiles information on possible TB-related topics for release when 

needed? 

Tests messages and materials for cultural and language requirements of 

special populations? 

Receives input from other partnership outbreak communication team 

members regarding content and message needs? 

Uses analysis from media, public, and partner monitoring systems, 

and reports (e.g., environmental and trend analysis to determine 

needed messages, what misinformation needs to be corrected, identify 

concerns, interests, and needs arising from the outbreak and the 

response) to identify additional content requirements and materials 

development? 

Lists contracts/cooperative agreements/consultants currently available 

to support outbreak information dissemination? 
TB Outbreak Communication Needs Assessment
 

q

4 Checklist (cont.) 

Resources 

Do you have space: 

To operate your outbreak communication plan at various partner 

sites? (You need a place to bring media on site, separate from the TB 

control program.) 

To quickly train spokespersons? 

For team meetings? 

For equipment, exclusive for your use? (You cannot stand in line for 

the copier when media deadlines loom.) 

Have you considered the following contracts and memoranda of 

agreement: 

A contract for writers or public relations personnel who can augment 

your staff? 

Lab/treatment protocols? 

Managers/school administrators looking for policy statements for 

employees and students? 

Do you have the following recommended equipment: 

Fax machine (with a number that is preprogrammed for broadcast fax 

releases to media and partners)? 

Computers (on LAN with e-mail listservs designated for partners and 

media)? 

Visible calendars, flow charts, bulletin boards, and easels? 

Yes No No Need 
Show Me the Money! 

Using CDC NPIN to locate funding opportunities and information Locating Funding Opportunities To find information about specific funding opportunities, go to www.cdcnpin.org to browse or search. 

Search the entire Funding Database for private and government funding opportunities for community-based and HIV/AIDS, STD, and TB service organizations. Included are details about eligibility requirements, application processes, and deadlines. 

Browse “New Funding” opportunities from the Federal Register and other sources. They’re added to the CDC NPIN home page every Friday afternoon. 

www.cdcnpin.org. 

Catalog of Federal Domestic 
Assistance
 CDC, NCHSTP, Division of HIV/ AIDS Prevention CDC, Procurement and Grants Office Foundation Center Funders Concerned About AIDS Health Resources and Service Administration, HIV/AIDS Bureau National AIDS Fund National Institutes of Health, Grants and Funding Opportunities Partners in Information Access for the Public Health Workforce 

www.cfda.gov/ www.cdc.gov/hiv/topics/ funding www.cdc.gov/od/pgo/funding/ funding.htm www.fdncenter.org/ www.fcaaids.org www.hab.hrsa.gov/grant.htm www.aidsfund.org/ www.grants.nih.gov/grants/ index.cfm www.phpartners.org/grants html 

Funding Information Links To find links to information on how to write proposals, background 

information on funders, or CDC’s funding websites, go to 

Website Funding 

For Help or More Information Contact NPIN for assistance from a Health Information Specialist: 

Hours Monday through Friday, 9 a.m. to 8 p.m. (ET) 

Phone 1-800-458-5231 

Fax 1-888-282-7681 

E-mail info@cdcnpin.org 
Centers for Disease Control and Prevention
 

National Center for HIV/AIDS, Viral Hepatitis, STD, and TB Prevention
 

Division of Tuberculosis Elimination
 

CS220766